How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management
How Confident are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management
No Thumbnail Available
Date
2016
Authors
Boateng, Philip
Cobbold, C
Journal Title
Journal ISSN
Volume Title
Publisher
ournal of Education and Practice
Abstract
The objective of the study was to investigate kindergarten teachers’ efficacy beliefs in classroom management.
The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi
Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices
were measured on a six-point Likert agreement survey questionnaire. Findings from the study indicated that
kindergarten teachers in the study area had high efficacy beliefs in classroom management practices. No
statistically significant difference was found in the efficacy beliefs in classroom management practices of trained
and untrained kindergarten teachers, and of public and private kindergarten teachers. The study drew the
conclusion that the professional status of the teachers (i.e. whether they were trained or untrained) and their
institutional placement (i.e. whether they taught in a public or private school) were not important influential factors
in the teachers’ efficacy beliefs in classroom management. Recommendations for early childhood teacher
education programme and research are made.
Description
Keywords
Citation
Cobbold, C., & Boateng, P. (2016). How Confident Are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management. Journal of Education and Practice, 7(36), 181-190.